This study investigates the moderating effect of mathematics teaching efficacy in the relationship between pedagogical content knowledge and mathematics teaching anxiety. A survey research design was adopted, with a quantitative research approach. The study convenience sampling technique to select 249 in-service mathematics teachers from senior high schools in Kumasi, Ghana. To estimate the path coefficients, a structural equation modeling, and a Bias-Corrected percentile bootstrapping method were run in Amos (v.23). The study found that pedagogical content knowledge had a positive significant effect on mathematics teaching anxiety. Moreover, mathematics teaching efficacy had a positive effect on mathematics teaching anxiety. Finally, mathematics teachers‘ efficacy had a significant positive moderating effect on the relationship between pedagogical content knowledge and mathematics teaching anxiety. These findings underscore the importance of fostering mathematics teaching efficacy among mathematics teachers.

Pedagogical content knowledge, Mathematics teaching anxiety, Mathematics teaching efficacy